A selection of English ESL printables with intermediate (b1)

Listening activity to practise listening skills in a funny way.

There is a vocabulary activity at the end to practise definitions.

Key is also provided. Hope your students enjoy it.

PHYSICAL. DUA LIPA

After teaching vocabulary from Best Teacher I Ever Had By D. Owen students should fill in the gaps in sentences. The missing words are given in a box. The story tells about a teacher who taught their students to use critical thinking even with their teachers and check the information they are taught. 

Best Teacher I ever had Vocabulary

This worksheet requires students to watch the short video "Choose your Plastic Free July" and then answer some questions to test listening comprehension. There are two excerpts of text from the web site for students to complete exercises about, to test their vocabulary.

Plastic Free July

This is a vocabulary test for Unit 4 of the Japanese/English textbook My First Trip: Key Phrases for Traveling Abroad by Tae Kudo.



It's good for intermediate or high school level learners or younger students with higher level English abilities.



Students need to write the correct English word to match the Japanese equivalent for the first 6 questions. There is no box to choose from for this section but you could easily add one.



For the next 6 questions, students need to choose the correct Japanese word to match with the English. If this is too easy for your students you can remove the box.



Lastly, there are three bonus questions for students to fill the blanks with the appropriate vocabulary.

My First Trip | Unit 4 At The Hotel 2 - Vocab Test

The point of this game is to practice English speaking and to test your general knowledge while having fun!



It can be played with a roulette or a dice, you just need to replace the numbers with colorful stickers.



Rules:

•	Spin the ball on the wheel, after which it will eventually fall into one of the colored spaces.

•	Each color represents a topic. If the ball falls on pink, you can choose a color. 

•	There are three levels of difficulty marked by stars (easy*/ average**/ difficult***) and there are ten questions for each level. Therefore, once the ball fell on a certain color, you choose the difficulty level and a number from 1 to 10. 

•	If you answer the question correctly, you gain 1 point. 



Topics:

- Travel, countries, culture

- Books, movies, cartoons

- Environment

- Animals

- True or False



The flashcards contain the logo of my association, please remove before printing

Roulette quiz 2 - different topics and difficulty level 

The aim of this worksheet is to pratice the first and the second conditional as well as to practice listening comprehension of a song. Feel free to use the worksheet in whatever way.

If I fell

Activity to practise the pronunciation of regular verbs in past simple. (for small groups)

1. Stick the worksheets with the different pronunciations of "ed" on 3 different walls of the class.

2. Give a copy of the worksheet of the verbs. (verbs must be previously cut)

3. Students stand up and stick the verbs on the correct pronunciation worksheet .

Pronunciation regular verbs in past simple

Listening activity with the song of the TV series Big Little Lies. Sts have to fill in the gaps. Not a common but a very enjoyable song. We have the advantage that they won't know the lyrics beforehand.

Song: Cold little heart

Another all time favorite song of mine. I'm sharing this with you guys and hope you and your students enjoy it while doing the practice! Probably would work better for B1 or higher. You can let students read lyrics before and after listening to the song, mark down words they're not sure how to pronounce, etc.

Foster the People - Coming of Age (Song/Lyrics Listening Practice)

A first of three lessons to learn and practice some common English idioms. 



There are 3 exercises. 



First, match the idiom to the definition.



Second, choose the correct idiom to replace phrases in a text. 



Thirdly use idioms to create a scenario.



Finally there is homework section where students should find the definition of 14 idioms after class, in readiness for the next class on idioms



The lesson should last about 40 to 45 minutes

Idiom Use in English

Fiche d'activités présentant des lieux connus de Détroit et permettant d'employer le superlatif, "if...+will" suivi d'un exemple de trace écrite attendue des élèves. Cette fiche peut être utilisée après avoir étudier les superlatifs et l'expression de l'avenir.

Famous places in Detroit

Practice verb tenses in present/pass, and affirmative/negative/interrogative/negative interrogative.



Translate the sentences at the bottom of the worsheet into English (present simple, affirmative), and change the sentence according to the verb tenses in the following rows.

VERB TENSE PRACTICE

Intermediate (B1)

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

31,090 Intermediate (B1) English ESL worksheets pdf & doc